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Lsl webinar cpd30 january2014
 

Lsl webinar cpd30 january2014

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Lsl webinar cpd30 january2014

Lsl webinar cpd30 january2014

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    Lsl webinar cpd30 january2014 Lsl webinar cpd30 january2014 Presentation Transcript

    • http://lsl.eun.org
    • Scoil na gCeithre Máistrí Ireland Wäinö Aaltonen School Finland Shireland Collegiate Academy (UK)
    • KT Kirsty Tonks Assistant Principal; Lewis Moore Assistant Director of L4L;
    • KT  Inner city academy in West Midlands  1,100 students; 11-18.  Built over 100 years ago and serves an area of substantial deprivation  38.2% of students have eligibility for free school meals (63% Pupil Premium)  22% have Special Educational Needs  15% live safeguarding issues  64.7% have English as a second language  Judged as Outstanding in 2006 / 2010 / 2013
    • KT
    • KT Living Schools Lab; STEPS Plan Theme Embedding Flipped Learning; Staff CPD
    • KT Staff CPD Office 365 Class Site Tools Monitoring Impact Flipped Methodology Home Access Elements are interlinked
    • KT At Shireland Collegiate Academy we have pioneered the use of Learning Platforms (VLE’s) as early as 2003 Microsoft Office 365 offers a new, online version of SharePoint allowing users access at home and at school. Staff and pupils do not have to install software locally as they have access to Office 365 Cloud based apps wherever they log on. Office 365 allows staff and pupils to collaboratively work on documents and ‘sync’ them together seamlessly. Permissioned Portals allow groups of users to access different areas – i.e. Staff, Pupil and Family Portal.
    • LM • Flipped learning is the pre-lesson preparation, reflection and questioning that pupils undertake to help inform a teachers planning (Mazur, 1997). (Bergman and Sams, 2007).
    • LM • We can remove the low order skills that involve memorising something *Results from Stayer, 2011 (based on Sams and Bergman’s work in the US • This allows class time to focus on the higher order skills
    • LM Share Knowledge / Test Initial Understanding Teacher Intervention / Planning / Adaptation Traditional Homework post lesson (Synthesis) Higher Order Questioning / Thinking Skills / Targeted interventions
    • LM • • • • • • PRO’s Students in control of their learning and performance Students questioning improves Greater choice for students – becoming independent learners Students support each other Technology can enhance the experience More purposeful lessons CON’s • Takes a while to encourage group work beyond the classroom • Important to give clear parameters on certain material/ topics • Staff must be organised and engage with the pupils preparation prior to a lesson
    • KT See our homemade promotional video on the Living Schools Lab’s ‘Community of Practice’ that we created for our staff to start thinking about Flipped Learning before the training session.
    • KT Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site Understanding; Concepts / Knowledge / Skill. A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work Linking it to something that is already familiar to staff means that it provides a context and a form of discipline to help them understand it’s role and benefit.
    • KT Targeted cohorts Well crafted tasks Class Sites Higher quality pupil outcomes / attainment It’s about quality and timing of interventions and targeted application.
    • KT • Whole Staff Inset day June / July • Follow Up Sessions for Depts 15th Oct • Whole Staff Inset day Ongoing Drop In session supported by e-learning team 5th March
    • KT 1) All staff to be divided by departments / teams and allocated an online resource 2) Visit CPD / Training Site via T&L Site and look at your online resource section 4) Task / Activity / Discussion / Quiz etc – should not take any longer than 10 mins 3) It tells you logon details – please test and let us know if any issues 5) Respond / Interact before Tuesday 5th March Two aspects:1) Reacquainting staff to online resource subscriptions such as Brainpop / GCSEPOD 2) Introducing the idea of Flipped Methodology by example
    • KT ICT 1 ENG 1 ENG 2 Brainpop ENG 3 ENG 5 ICT 2 ICT 3 GCSEPod ENG 4 Team 1 (IT1) ENG 6 Team 2 (IT2) Maths 1
    • KT Resources • Which resources are you taking forward? • How will you use them? • Do you need any more training Flipped Learning / Class Sites • Do you have a clear plan for Flipped Learning in your Department? • Do you need any training on how to use aspects of Class Sites?
    • KT Flipped Learning Resources Further Training
    • KT Emerging 3 levels Staff Self Assessment Developing Proficient Flipped Tasks Evaluation & Planning 1) Using Office 365 tools to deliver Flipped Learning (surveys, forums etc) 2) Used the time to plan a Flipped Lesson for the following week
    • KT Flipped Homework Tasks Direct Access to create One Note notebook Follow a site Access to Community Groups for Discussions Trending Discussions Drop Off Library to allow pupils to securely upload work Discussion Topics Access to Shared Areas, Calendars and Announcements
    • KT Contain all the information a pupil needs to progress with their learning, including all lesson objectives, resources, links and competency references. WALT and WILF information for each lesson Competency reference Links to external websites like You Tube Links to all resources
    • LM  Mr Men Lesson – Pupils were directed to listen and read along with an audio story, then respond to the class discussion.  They were prompted to identify something they would like to learn more about  Wordle was used to visually highlight the most popular choice  Part of the next session focused on what they had identified.
    • LM Class Sites used to create Theme specific discussion sections. (Y8- Journey to the Centre of the Earth) Flipped lesson tasks are posted on the class site
    • LM Pupils to look at image on discussion board (picture source) and answer the questions specific to their table by responding to the discussion. Responses are then used to inform planning for next lesson.
    • LM • A quiz about Pompeii was created on the class site with multiple choice questions, for use before the session. • The last question asks the pupils to select the source they trust the most. This statistic can then be used in the subsequent work around reliability. • It was possible to target and direct certain pupils who clearly still had some gaps in knowledge or required further stretch.
    • KT Regular Quality Change in teaching pedagogy
    • KT £585,000 funded project ‘Test’ impact of Flipped Learning in 24 Primary Schools Maths in Years 5 and 6
    • 0121 558 8086 Kirsty.tonks@collegiateacademy.org.uk Lewis.moore@collegiateacademy.org.uk @kirstytonkssca @shirelandca
    • Scoil na gCeithre Máistrí: Gearóid Ó Duibhir
    • • All-Irish Language school based in midlands town Athlone. 300 pupils and 16 teachers. • Capacity for 500 in new build school to allow for two classes at each of the 8 levels. • Funding for ICT the key challenge to its continued integration although grant received with new school allowed for modern technology to be installed over four years ago. • All class rooms have the same equipment - tablet laptop, projector, 3-in-1 printer, visualisers, speakers. Some have extra equipment which is being piloted with a view to being purchased if fit for purpose such as GyroMouse wireless mouses and keyboards, ebeams, large (22") touch screens attached to desktop computers. • School has set of 32 netbooks (Fizzbooks) with touch capability that are distributed to each class on a daily basis allowing for a ratio of 4:1 when the existing class computers (2 desktops in each) are taken into consideration.
    • Directed CPD – The Challenge • • • • • Growing School: 16 on staff, mixed competencies High technological immersion: Tablets, Win 8.1, 4:1 8 levels two classes per level within 3 years: 500+ kids Teaching and learning of high standard Traditional/conventional CPD not effective – Chalk and Talk/Show and Tell type – Tail end of staff meetings – 10 minutes if lucky! – Not level specific or skill set specific so buy in minimal or sporadic – Focussed on technological competence and not teaching and learning with technology
    • Directed CPD – The Solution • ICT Committee formed as part of e-Learning Plan & LSL • One teacher from each class level: Years 1&2, Years 3&4 etc. • Not competence dependent – no pre-requisites • Fortnightly/monthly meeting: FPT45 – Feedback, Planning, Training – Strictly 45 mins, 15 mins per topic (3.15 – 4.00) • CPD topic chosen and training delivered to Committee • CPD then by Committee members delivered in “Breakout Sessions” to teachers from each class level – 45 minutes minimum for each – nothing else on agenda – Delivered in classrooms using resident technology – Discussion starts with technology and ends with teaching and learning
    • Directed CPD – The Future • Current Focus: Technology e.g. Windows 8.1 • Future Focus: Teaching and Learning e.g. Oral Lang. • Organically moving from technology to teaching (and learning) • Committee-Driven now Vs. Teacher-Driven in future • Committee responding to teacher needs and requests therefore teachers determining their own CPD with a technological emphasis • Model transferable to multiple discipline and needs e.g. school self-evalution
    • Wäinö Aaltonen school in Finland Pikke Syrjä-Väisänen 30th January 2014 Turku, Finland
    • Wäinö Aaltonen school • 467 pupils from 7 years to 13 years • Staff; 25 teachers, 35 in all • Technology is used as a working tool, not as a subject • Capacity in technology 1:2 – – – – – – 30 iPads 80 mini PCs 53 windows surface RT 75 computers 2 Smartboards Personal device (pupils)
    • CPD in action • Municipal Computer Centre in Education, training courses for teachers free of charge. • Mediahubs, 3 teachers co-operate and share their best practises • tutoring (pupils tutoring each other) • Frequent teacher meetings, sharing the best practices - what kind of support is needed? • Media education cross curriculum and age level • Media work through our own tv-program Wäiski-TV • Our former pupils continue media work in upper levels of comprehensive school • Visitors “job shadowing” in our school, nationally and globally
    • Sharing • Municipal platform http://tuubi.edu.turku.fi/ for all the schools in Turku to share pictures, videos, stories • School blogs • Wäiski-tv can be seen in ”tuubi” or on YouTube, not only locally. • Mediateam work is done in all school levels: comprehensive school, and secondary school • Municipal teacher training obligatory twice a year.
    • CPD in the future • Uncertainty about how to replace disfuntional device • Teachers are more managers of education than providers of knowledge • The use of personal device is common and acceptable • The use of books has been replaced with technology • The Media education has a stronger emphasis in the national curriculum
    • Thank you/Kiitos! web http://wa-koulu.blogspot.fi/ email pikke.syrja-vaisanen@turku.fi The work presented in this presentation is partially supported by the European Commission’s FP7 programme – project Living Schools Lab (Grant agreement Nº 317587). The content of this presentation is the sole responsibility of the consortium members and it does not represent the opinion of the European Commission and the Commission is not responsible for any use that might be made of information contained herein.